Date of Award
Master of Science in Nursing (MSN)
Louann B. Zinsmeister, PhD, RN, CNE
Background: Nurses who have limited exposure to perinatal palliative care often avoid interactions with patients, limiting the quality of care provided. Undergraduate nursing students are often not afforded opportunities for experiencing perinatal palliative care during direct patient care clinicals. Simulation may provide an opportunity for students to have these experiences.
Methods: A review of the literature was conducted resulting in six articles addressing the evidence-based education question, do undergraduate nursing students report feeling more prepared to provided perinatal palliative care to patient and families after receiving didactic instruction along with simulation-based learning experiences, compared with nursing students who receive didactic instruction alone? The Johns Hopkins Nursing evidence-based practice model was used to critically apprise the articles.
Results: Following a synthesis of the appraisal results, it was determined that simulation-based learning activities did provide students with increase knowledge, confidence, and skills in providing perinatal palliative care. Additionally, students were able to better understand the role of the professional nurse in palliative care scenarios.
Implications: Due to the limited amount of available research regarding student preparedness in providing perinatal palliative care after simulation, translation to educational practice can not be recommended. Instead further research is needed.
Anderson, Erin, "The Impact of Perinatal Palliative Care Simulation on Undergraduate Nursing Students" (2020). Nursing (graduate) Student Scholarship. 5.